Mixed Race Studies

The United States of the United Races: a rejoinder

Ethnic and Racial Studies
Volume 37, Issue 10, 2014
Special Issue: Ethnic and Racial Studies Review
pages 1857-1861
DOI: 10.1080/01419870.2014.932414

Greg Carter, Associate Professor of History
University of Wisconsin, Milwaukee

I respond to a review by C. Matthew Snipp, revisiting how my book connects abolitionist leanings to acceptance of racial mixing in the Early Republic. I reiterate that, contrary to the reviewer’s claims, the book does not suggest that the defence of interracial marriage has been a thriving social movement. I correct his reading of my chapter on the Civil War era, referring to both the variety of voices present, and the claims of reformers’ opponents, who were the only ones who claimed racial mixing was an aim of the abolitionist movement. Lastly, I defend The United States of the United Races against Professor Snipp’s characterization of it as a work anticipating a ‘post-racial’ ideal, embodied by racially mixed people, who would be the end point of the obsolescence of race as a relevant analytic tool.

Read the entire rejoinder here.

Utopian visions of racial admixture

Ethnic and Racial Studies
Volume 37, Issue 10, 2014
Special Issue: Ethnic and Racial Studies Review
pages 1847-1851
DOI: 10.1080/01419870.2014.932409

C. Matthew Snipp, Burnet C. and Mildred Finley Wohlford Professor of Sociology
Stanford University, Palo Alto, California

• Carter, Greg, The United States of the United Races: A Utopian History of Racial Mixing (New York: New York University Press, 2013), 288 pages.
• Prewitt, Kenneth, What Is Your Race? The Census and Our Flawed Efforts to Classify Americans (Princeton: Princeton University Press, 2013), 296 pages.

In a world unbounded by racial divisions, the choice of a lover, a spouse and the children that come from that union should transcend the schemes devised by others to oppress and exploit. Racial admixtures, to the extent that they blur and obscure entrenched ideas from the past, are things to be celebrated and embraced. Both of these books, as different as they are, embrace the essential value of racial admixture but from very different perspectives, for very different reasons, and with very different emphases.

The United States of the United Races traces the history of interracial relationships in this country. Carter begins his narrative with a close reading of the French author Hector St John de Crèvecoeur. Crèvecoeur penned a very popular work titled Letters from an American Farmer that was intended to describe everyday life in the new nation. Carter’s discussion makes it clear that Crèvecoeur was an opponent of slavery and portrayed it in the vilest possible terms. However, Carter takes Crèvecoeur’s opposition to slavery and tries to make something more of it. Carter writes:

Crèvecoeur’s most important legacy… suggested that true Americans cast off the old ways of their ancestors and consented to a new way of life based on equality. In this, mixture was a positive. The American was new and mixed, just as the society was new and mixed and the way of life was new and mixed. (26, emphasis added)

Carter’s insistence that Crèvecoeur’s abolitionist leanings represent an early endorsement of racial amalgamation is a logical leap for which he provides no justification.

Taking a benign view of this logical lapse, a reader could conjecture that important links in this argument fell victim to an editor’s delete key. However, I dwell on this point because it is the first instance of something that happens in other parts of the book. That is, Carter wishes to convince us that the proponents of racial amalgamation, the formation of intimate personal relationships across racial lines have been a thriving social movement throughout the nation’s history. In places, Carter’s ebullient embrace of this theme causes him to stretch a point that sorely tests a reader’s credulity.

In a similar though subtler fashion, Carter situates the movement for racial amalgamation within the larger movement to abolish slavery. Chapter 2 is titled ‘Wendell Phillips, Unapologetic Abolitionist, Unreformed Amalgamationist’ and focuses on the life of a single abolitionist to assert the centrality of interracial marriage within the movement, invoking the affairs of Frederick Douglass with white women as additional evidence. Carter is careful to point out that ‘racial amalgamation’ was a controversial position and one that could incite violence. This chapter vacillates between making interracial marriage a focal point of the movement to abolish slavery and acknowledging that this was an extremely unpopular position. Nonetheless, the narrative of this chapter too often seeks to make us believe that the freedom to form interracial intimate relationships was one of the core objectives of the abolitionist movement. To be sure, there were abolitionists who subscribed to this view. Carter delivers evidence that at least one existed, but the argument in chapter 2 does little to dispel the view that this was little more than the lunatic fringe of the abolition movement…

…What is Your Race? takes on a problem in US public policy that seems poised to only grow more serious over time. Namely, the USA has a set of public policies anchored to a racial classification system with categories that are increasingly out of step with a twenty-first-century experience and understanding of the American racial order. Prewitt has written a policy brief that consists of three parts: (1) it begins by laying out the origins of the existing system; (2) it then turns to the growing problems connected with the status quo; and (3) it concludes with recommendations for modifying the existing system along with a strategy for deploying these recommendations. The book contains eleven chapters and it would not be unfair to say that the first nine chapters are a prologue and justification for chapters 10 and 11. However, before turning to the final and most important chapters of this book, the first nine chapters deserve notice.

The official racial classification used by the federal government does not emanate from the Census Bureau. It is instead, a product of the Office of Management and Budget and articulated in a document known as Directive No. 15 (revised October 1997). Prewitt is well aware of this fact and, indeed, discusses this document at length. However, the focus of this book is on the way that the US Census Bureau collects information about race, and the recommendations that he makes are most applicable to the Census Bureau. This is not surprising partly because Prewitt is a former Census Bureau director. He writes with an insider’s deep knowledge about the workings of this complex organization. More significantly, the Census Bureau is arguably the single largest producer of data about race in the nation. Much if not most of what Americans know about race in their nation originates at the Census Bureau.

Prewitt begins by presenting a concept that he calls ‘statistical races’. Statistical races were first created by the Constitutional mandate that a census be taken every ten years. Constitutional language embedded whites and African American slaves, and excluded American Indians in the first census taken in 1790. In every census since, race has been a prominent feature. Prewitt acknowledges that racism and prejudice are indeed social realities that frame the everyday lives of Americans. However, statistical races, he argues, are classificatory artifacts manipulated to serve public policy interests…

Read the review of both books here.

Who is an Indian?: Race, Place, and the Politics of Indigeneity in the Americas

University of Toronto Press
August 2013
272 pages
Paper ISBN: 9780802095527
Cloth ISBN: 9780802098184

Edited by:

Maximilian C. Forte, Associate Professor of Sociology and Anthropology
Concordia University, Montreal, Quebec, Canada

Who is an Indian? This is possibly the oldest question facing Indigenous peoples across the Americas, and one with significant implications for decisions relating to resource distribution, conflicts over who gets to live where and for how long, and clashing principles of governance and law. For centuries, the dominant views on this issue have been strongly shaped by ideas of both race and place. But just as important, who is permitted to ask, and answer this question?

This collection examines the changing roles of race and place in the politics of defining Indigenous identities in the Americas. Drawing on case studies of Indigenous communities across North America, the Caribbean, Central America, and South America, it is a rare volume to compare Indigenous experience throughout the western hemisphere. The contributors question the vocabulary, legal mechanisms, and applications of science in constructing the identities of Indigenous populations, and consider ideas of nation, land, and tradition in moving indigeneity beyond race.

Contents

• Preface
• Introduction: “Who Is an Indian?” The Cultural Politics of a Bad Question / Maximilian C. Forte (Concordia University, Sociology and Anthropology)
• Chapter One: Inuitness and Territoriality in Canada / Donna Patrick (Carleton University, Sociology and Anthropology and the School of Canadian Studies)
• Chapter Two: Federally-Unrecognized Indigenous Communities in Canadian Contexts / Bonita Lawrence (York University, Equity Studies)
• Chapter Three: The Canary in the Coalmine: What Sociology Can Learn from Ethnic Identity Debates among American Indians / Eva Marie Garroutte (Boston College, Sociology) and C. Matthew Snipp (Stanford University, Sociology)
• Chapter Four : “This Sovereignty Thing”: Nationality, Blood, and the Cherokee Resurgence / Julia Coates (University of California Davis, Native American Studies)
• Chapter Five: Locating Identity: The Role of Place in Costa Rican Chorotega Identity / Karen Stocker (California State University, Anthropology)
• Chapter Six: Carib Identity, Racial Politics, and the Problem of Indigenous Recognition in Trinidad and Tobago / Maximilian C. Forte (Concordia University, Anthropology)
• Chapter Seven: Encountering Indigeneity: The International Funding of Indigeneity in Peru / José Antonio Lucero (University of Washington, The Henry M. Jackson School of International Studies)
• Chapter Eight: The Color of Race: Indians and Progress in a Center-Left Brazil / Jonathan Warren (University of Washington, International Studies, Chair of Latin American Studies)
• Conclusion: Seeing Beyond the State and Thinking beyond the State of Sight / Maximilian C. Forte (Concordia University, Sociology and Anthropology)
• Contributors
• Index

Race and Ethnicity in Society: The Changing Landscape, 3rd Edition

Cengage Learning
2012
480 pages
ISBN-10: 1111519536; ISBN-13: 9781111519537

Edited by

Elizabeth Higginbotham, Professor of Sociology, Women’s Studies, and Criminology
University of Delaware

Margaret L. Andersen, Edward F. and Elizabeth Goodman Rosenberg Professor of Sociology
University of Delaware

This engaging reader is organized in four major thematic parts, subdivided into thirteen different sections. Part I (“The Social Basis of Race and Ethnicity”) establishes the analytical frameworks that are now being used to think about race in society. The section examines the social construction of race and ethnicity as concepts and experience. Part II (“Continuity and Change: How We Got Here and What It Means”) explores both the historical patterns of inclusion and exclusion that have established racial and ethnic inequality, while also explaining some of the contemporary changes that are shaping contemporary racial and ethnic relations. Part III (“Race and Social Institutions”) examines the major institutional structures in contemporary society and investigates patterns of racial inequality within these institutions. Persistent inequality in the labor market and in patterns of community, residential, and educational segregation continue to shape the life chances of different groups. Part IV (“Building a Just Society”) concludes the book by looking at both large-scale contexts of change, such as those reflected in the movement to elect the first African American president.

• Major themes include coverage showing the diversity of experiences that now constitute “race” in the United States; teaching students the significance of race as a socially constructed system of social relations; showing the connection between different racial identities and the social structure of race; understanding how racism works as a belief system rooted in societal institutions; providing a social structural analysis of racial inequality; providing a historical perspective on how the racial order has emerged and how it is maintained; examining how people have contested the dominant racial order; exploring current strategies for building a just multiracial society.
• Each section includes several pages of analysis that outline the main concepts to be covered, providing a clear initial roadmap for reading and a convenient resource students can use with assignments and while preparing for exams.
• The text’s unique organization according to overarching themes and relevant subtopics, including identity, social construction of race, why race matters, inequality, and segregation, places the articles into a broader context to promote greater understanding.
• This innovative text looks beyond a simple black/white dichotomy and focuses more broadly on an extremely wide range of ethnic groups, providing a much more realistic and useful exploration of key topics that is more relevant and compelling for today’s diverse student population.

Table of Contents

• PART I: THE SOCIAL BASIS OF RACE AND ETHINICITY
  • 1. The Social Construction of Race and Ethnicity
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 1. Howard F. Taylor, “Defining Race”
    • 2. Joseph L. Graves, Jr., “The Race Myth”
    • 3. Abby Ferber, “Planting the Seed: The Invention of Race”
    • 4. Karen Brodkin, “How Did Jews Become White Folks?”
    • 5. Michael Omi and Howard Winant, “On Racial Formation”—Student Exercises
  • 2. What Do You Think? Prejudice, Stereotyping, and Racism
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 6. Matthew Desmond and Mustafa Emirbayer, “American Racism in the Twenty-First Century”
    • 7. Charles A. Gallagher, “Color-Blind Privilege: The Social and Political Functions of Erasing the Color Line in Post Race America”
    • 8. Judith Ortiz Cofer, “The Myth of the Latin Woman: I Just Met a Girl Named Maria”
    • 9. Rainier Spencer, “Mixed Race Chic”
    • 10. Rebekah Nathan, “What a Professor Learned by Becoming a Student”—Student Exercises
  • 3. Representing Race and Ethnicity: The Media and Popular Culture
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 11. Craig Watkins, “Black Youth and the Ironies of Capitalism”
    • 12. Fatimah N. Muhammed, “How to NOT Be 21st Century Venus Hottentots”
    • 13. Rosie Molinary, “María de la Barbie”
    • 14. Charles Springwood and C. Richard King, “‘Playing Indian’: Why Native American Mascots Must End”
    • 15. Jennifer C. Mueller, Danielle Dirks, and Leslie Houts Picca, “Unmasking Racism: Halloween Costuming and Engagement of the Racial Order”—Student Exercises
  • 4. Who Are You? Race and Identity
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 16. Beverly Tatum, interview with John O’Neil, “Why are the Black Kids Sitting Together?”
    • 17. Priscilla Chan, “Drawing the Boundaries”
    • 18. Michael Omi and Taeku Lee, “Barack Like Me: Our First Asian American President”
    • 19. Tim Wise, “White Like Me: Reflections on Race from a Privileged Son”—Student Exercises
• PART II: CONTINUITY AND CHANGE: HOW WE GOT HERE AND WHAT IT MEANS
  • 5. Who Belongs? Race, Rights, and Citizenship
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 20. Evelyn Nakano Glenn, “Citizenship and Inequality”
    • 21. C. Matthew Snipp, “The First Americans: American Indians”
    • 22. Susan M. Akram and Kevin R. Johnson, “Race, Civil Rights, and Immigration Law After September 11, 2001: The Targeting of Arabs and Muslims”
    • 23. Peggy Levitt, “Salsa and Ketchup: Transnational Migrants Saddle Two Worlds”—Student Exercises
  • 6. The Changing Face of America: Immigration
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 24. Mae M. Ngai, “Impossible Subjects: Illegal Aliens and the Making of Modern America”
    • 25. Nancy Foner, “From Ellis Island to JFK: Education in New York’s Two Great Waves of Immigration”
    • 26. Charles Hirschman and Douglas S. Massey, “Places and Peoples: The New American Mosaic”
    • 27. Pew Research Center, “Between Two Worlds: How Young Latinos Come of Age in America”—Student Exercises
  • 7. Exploring Intersections: Race, Class, Gender and Inequality
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 28. Patricia Hill Collins, “Toward a New Vision: Race, Class and Gender as Categories of Analysis and Connection”
    • 29. Yen Le Espiritu, “Theorizing Race, Gender, and Class”
    • 30. Roberta Coles and Charles Green, “The Myth of the Missing Black Father”
    • 31. Nikki Jones, “From Good to Ghetto”
    • 32. Gladys García-Lopez and Denise A. Segura, “‘They Are Testing You All the Time’: Negotiating Dual Femininities among Chicana Attorneys”—Student Exercises
• PART III: RACE AND SOCIAL INSTITUTIONS
  • 8. Race and the Workplace
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 33. William Julius Wilson, “Toward a Framework for Understanding Forces that Contribute to or Reinforce Racial Inequality”
    • 34. Deirdre A. Royster, “Race and The Invisible Hand: How White Networks Exclude Black Men from Blue-Collar Jobs”
    • 35. Pierrette Hondagneu-Sotelo, “Families on the Frontier”.
    • 36. Angela Stuesse, “Race, Migration and Labor Control”—Student Exercises
  • 9. Shaping Lives and Love: Race, Families, and Communities
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 37. Joe R. Feagin and Karyn D. McKinney, ”The Family and Community Costs of Racism”
    • 38. Dorothy Roberts, “Shattered Bonds: The Color of Child Welfare”
    • 39. Kumiko Nemoto, “Interracial Relationships: Discourses and Images”
    • 40. Zhenchao Qian, “Breaking the Last Taboo: Interracial Marriage in America”—Student Exercises
  • 10. How We Live and Learn: Segregation, Housing, and Education
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 41. John E. Farley and Gregory D. Squires, “Fences and Neighbors: Segregation in the 21st Century”
    • 42. Melvin L. Oliver and Thomas M. Shapiro, “Sub-Prime as a Black Catastrophe”
    • 43. Gary Orfield and Chungmei Lee, “Historic Reversals, Accelerating Resegregation and the Need for New Integration Strategies”
    • 44. Heather Beth Johnson and Thomas M. Shapiro, “Good Neighborhoods, Good Schools: Race and the ‘Good Choices’ of White Families”—Student Exercises
  • 11. Do We Care? Race, Health Care and the Environment
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 45. H. Jack Geiger, “Health Disparities: What Do We Know? What Do We Need to Know? What Should We Do?”
    • 46. Shirley A. Hill, “Cultural Images and the Health of African American Women”
    • 47. David Naguib Pellow and Robert J. Brulle, “Poisoning the Planet: The Struggle for Environmental Justice”
    • 48. Robert D. Bullard and Beverly Wright, “Race, Place and the Environment”—Student Exercises
  • 12. Criminal Injustice? Courts, Crime, and the Law
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 49. Bruce Western, “Punishment and Inequality”
    • 50. Rubén Rumbaut, Roberto Gonzales, Goinaz Kamaie, and Charlie V. Moran, “Debunking the Myth of Immigrant Criminality: Imprisonment among First and Second Generation Young Men”
    • 51. Christina Swarns, “The Uneven Scales of Capital Justice”
    • 52. Devah Pager, “The Mark of a Criminal Record”—Student Exercises
• PART IV: BUILDING A JUST SOCIETY
  • 13. Moving Forward: Analysis and Social Action
    • Introduction by Elizabeth Higginbotham and Margaret L. Andersen
    • 53. Thomas F. Pettigrew, “Post-Racism? Putting Obama’s Victory in Perspective”
    • 54. Frank Dobbins, Alexandra Kalev, and Erin Kelly, “Diversity Management in Corporate America”
    • 55. Southern Poverty Law Center, “Ways to Fight Hate”—Student Exercises

Census Data Presents Rise in Multiracial Population of Youths

The New York Times
2011-03-24

Susan Saulny, National Correspondent

WASHINGTON — Among American children, the multiracial population has increased almost 50 percent, to 4.2 million, since 2000, making it the fastest growing youth group in the country. The number of people of all ages who identified themselves as both white and black soared by 134 percent since 2000 to 1.8 million people, according to census data released Thursday.

Census 2010 is the first comprehensive accounting of how the multiracial population has changed over 10 years, since statistics were first collected about it in 2000. It has allowed demographers, for the first time, to make comparisons using the mixed-race group—a segment of society whose precise contours and nuances were largely unknown for generations. The data shows that the multiracial population is overwhelmingly young, and that, among the races, American Indians and Native Hawaiians and Pacific Islanders are the most likely to report being of more than one race. Blacks and whites are the least likely.

In what experts view as a significant change from 2000, the most common racial combination is black and white. Ten years ago, it was white and “some other race”—a designation overwhelmingly used by people of Hispanic origin, which is considered by the government to be an ethnicity not a race.

“I think this marks a truly profound shift in the way Americans, particularly African-Americans, think about race and about their heritage,” said C. Matthew Snipp, a professor in the sociology department at Stanford University…

Read the entire article here.

Census serves up racial buffet in Silicon Valley

Silicon Valley Mercury News
2011-03-20

Joe Rodriguez

Who are you? What are you?

Sara Phillips, a 20-year-old computer science student from Hawaii at Santa Clara University, just may have the new look of the 21st century. When her 2010 Census form arrived last year, she gazed at the variety of ethnic and racial boxes available to her and selected four: Spanish and Filipino, same as her mother; and Japanese and white from her father’s lineage.

“I always mark as many as I can,” she said.

Choosing from this racial buffet made her one of about 87,300 people living in Santa Clara County who claimed more than one race, according to the latest results released by the U.S. Census Bureau. That’s an increase of about 9,000 from the past decade…

…Advocates, including the Berkeley-based Association of Multi Ethnic Americans, started lobbying for the distinction in the late 1960s, arguing in part that the blending of races eventually would transcend racial divisions. Curiously, some odd bedfellows opposed them.

On one side, cultural conservatives said another racial category would Balkanize America and stifle the dream of a colorblind society. On the other, traditional black, Asian and Native American groups feared the new category would dilute their numbers and political clout.

For better or worse, the mixed-race genie is out of the bottle, said professor Matthew Snipp, a sociologist who heads the Center for the Comparative Study of Race and Ethnicity at Stanford University.

“It’s going to continue to grow, and how fast is anybody’s guess,” he said. At the same time, “It’s still a relatively small part of the population.”

Although he has some Irish blood, Snipp is Native American and marked only that box on his own census form. He said the key issues in the mixed-race question still are alive and meaty.

For example, he said, federal anti-discrimination laws name and protect traditional minority groups, but not multiracial people. The Census Bureau is the only agency that collects such information. When a federal health agency wants to know which racial populations need attention and where, Census Bureau computers assign mixed-race people to one of the traditional racial groups and hands the recoded counts to the agencies.

“The bigger issue is that we still have laws in place to combat discrimination that still exists,” he said…

Read the entire article here.

Racial Measurement in the American Census: Past Practices and Implications for the Future

Annual Review of Sociology
Volume 29 (August 2003)
pages 563-588
DOI: 10.1146/annurev.soc.29.010202.100006

C. Matthew Snipp, Professor of Sociology and Director of the Center for Comparative Studies in Race and Ethnicity
Stanford University

In 1977, the federal Office of Management and Budget (OMB) established an official classification standard for the measurement of race in the American population. In so doing, the OMB authorities created what amounted to a racial cosmology that spread throughout American society, affecting public perceptions about the racial hierarchy of American society. In 1997, the OMB issued a revised version of this classification in which small changes may profoundly affect the way policymakers and the American public think about race. At the very least, these revisions present significant challenges to social scientists who study race and ethnicity. This review begins with a brief historical overview of racial data collected by the federal government. It subsequently examines the circumstances leading up to the 1997 revisions of OMB Directive No. 15 and discusses how these revisions may affect social scientific research on the subject of race and ethnicity.

Read or purchase the article here.

The more things change, the more they stay the same

Thinking Twice: RACE
The Stanford Review
2009-01-29

C. Matthew Snipp, Professor of Sociology and Director of the Center for Comparative Studies in Race and Ethnicity
Stanford University

Last week, we inaugurated our first African American president, and coincidentally our first mixed race president, and our first Hawaiian president. The first of these three events captured the public imagination while the other two have passed with barely a comment, and for good reason. Few Americans know the sordid history behind the acquisition of Hawaii. Fewer still have parsed what it means to be multiracial in America. But most Americans are well aware of the travails of African Americans, from slavery to Jim Crow to the Civil Rights movement.

Trolling the news outlets since the November elections yields two seemingly dissonant messages. One is that Obama’s election signals a new era in race relations—that we are living in a “post-civil rights” era, an era of “color blindness.” The New York Times recently published a glowing story about an interracial couple who suddenly have found it less awkward to have to conversations with their friends about racial differences. In contrast, others are quick to point out that racism is alive and well in America, and that Obama’s election will mean little for changing the racial partition that has existed in this country since its inception….

Read the entire article here.

Doing Race: 21 Essays for the 21st Century

W. W. Norton and Company
April 2010
590 pages
6.2 × 9.3 in
Paperback ISBN: 978-0-393-93070-2

Hazel Rose Markus (Editor)
Stanford University

Paula M. L. Moya (Editor)
Stanford University

A collection of new essays, written by a team of interdisciplinary authors, that gives a comprehensive introduction to race and ethnicity.

In Doing Race, scholars from across the disciplines have written original essays on race and ethnicity aimed at an undergraduate audience. The book provides a practical response to the view, common in American debates, that race and ethnicity no longer matter, or that race and ethnicity should not be taken into account when deciding how to structure society and formulate public policy. It also answers the question of why race and ethnicity play such a large role in fueling violence around the globe.

Doing Race shows that race and ethnicity matter because they are important resources in answering the fundamental, even universal “Who am I?” and “Who are we?” questions. It demonstrates how understanding how identities are shaped by race and ethnicity is central to understanding individual and collective behavior in the United States and throughout the world.

Drawing on the latest science and scholarship, these original essays provide undergraduates with an effective framework for understanding the persistence of racial inequalities and problems in the 21st century.

Table of Contents:

Introduction: Doing Race

Hazel Rose Markus

and

Paula M. L. Moya

Part I: Inventing Race and Ethnicity

• Defining Race and Ethnicity: The Constitution, the Court, and the Census, C. Matthew Snipp, Sociology
• Models of American Ethnic Relations: Hierarchy, Assimilation, and Pluralism, George Fredrickson, History
• The Biology of Ancestry: DNA, Genomic Variation, and Race, Marcus W. Feldman, Biology
• Which Differences Make a Difference? Race, Health, and DNA, Barbara Koenig, Medical Anthropology

Part II: Racing Difference

• The Jew as the Original ‘Other’: Difference, Antisemitism, and Race, Aron Rodrigue, History
• Knowing the ‘Other’: Arabs, Islam, and the West, Joel Beinin, History
• Eternally Foreign: Asian Americans, History, and Race, Gordon H. Chang, History
• A Thoroughly Modern Concept: Ethnic Cleansing, Genocide, and the State, Norman M. Naimark, History

Part III: Institutionalizing Difference

• Race in the News: Stereotypes, Political Campaigns, and Market-Based Journalism, Shanto Iyengar, Communication and Political Science
• Going Back to Compton: Real Estate, Racial Politics, and Black-Brown Relations, Albert M. Camarillo, History
• Structured for Failure: Race, Resources, and Student Achievement, Linda Darling-Hammond, Education
• Racialized Mass Incarceration: Poverty, Prejudice, and Punishment, Lawrence D. Bobo and Victor Thompson, Sociology

Part IV: Racing Identity

• Who Am I? Race, Ethnicity, and Identity, Hazel Rose Markus, Psychology
• In the Air Between Us: Stereotypes, Identity, and Achievement, Claude M. Steele, Psychology
• Ways of Being White: Privilege, Stigma, and Transcendence, Monica McDermott, Sociology
• Blacks as Criminal, Blacks as Apes: Race, Representation, and Social Justice, Jennifer L. Eberhardt, Psychology
• We’re Honoring You Dude: Myths, Mascots, and American Indians, Stephanie Fryberg and Alisha Watts, Psychology

Part V: Re-presenting Reality

• Another Way to Be: Women of Color, Literature, and Myth, Paula M. L. Moya, English
• Hiphop and Race: Blackness, Language, and Creativity, Marcyliena Morgan and Dawn-Elissa Fischer, African and African American Studies and Africana Studies
• The ‘Ethno-Ambiguo Hostility Syndrome’: Mixed-Race, Identity, and Popular Culture, Michele Elam, English
• ‘We wear the mask’: Performance, Social Dramas, and Race, Harry Elam, Drama

Measuring Race (and Ethnicity): An Overview of Past Practices, Current Concerns and Thoughts for the Future [Draft]

Population Association of America
2010 Annual Meeting Program
2010-04-17
25 pages

C. Matthew Snipp, Professor of Sociology
Stanford University

On the eve of the 2010 census, Census Bureau staff are already beginning to think about how race should be measured in the 2020 census. This paper looks at the history of racial measurement, assesses the performance of the current standard in the context of a 1996 NAS report, and concludes with a set of considerations that must be taken into account for the purposes of assessing race in the census or in any survey instrument. Particular attention is given to a variety of legal definitions that have historically been used to measure race, followed by the first issuance of OMB Directive No. 15 in 1977, and then followed by the latest revision in 1997. Discussion of how various federal agencies have adjusted to the 1997 revision is also included in this discussion.

Read the entire draft paper here.